Propuesta de intervención basada en el método Montessori para superar las dificultades en la escritura de los niños del tercer año de educación básica de la Unidad Educativa Marieta de Veintimilla, 2018-2019.

The difficulties in writing have an impact on the learning of other areas by the letter defective e unreadable and misspelled hamper the performance bringing them to failure at school. The objective was to implement a proposal of intervention based on the Montessori to overcome difficulties in the writing of children of Third Year of Basic Education. The study was descriptive with a design quasi experimental cross-sectional was conducted in a nonprobabilistic sample of 12 children, ages 7 to 8 years, students who met the inclusion criteria and signed the informed consent. The Lecto-Write Analysis Test (TALE) was used. The data obtained were tabulated and processed using the descriptive statistics. The results of the Pretest, in the graphism (letter size) those investigated present large print in relation to the normal; in copy spelling, spelling dictated and spontaneous writing according to the number of errors are within an unsuitable level at an inadequate level for their schooling. After the application of the intervention proposal based on the Montessori method, it was checked through the Posttest, in Grafismo the investigated have a font size 75% have a type C font size with a symmetry between 2.5 – 3.5 mm ranking in ranges of n ormality, while, in Copy Spelling, Dictated Spelling and Spontaneous Writing, 83.0% according to the number of errors, are on an appropriate level. The Pearson's linear correlation (r), in the six workshops for graphics, spelling copy, spelling dictation and write spontaneously, you reaches values of correlation r between 0.52 to 0.92, which means statistically a positive correlation medium to very high. It is concluded that the investigated presented dysgraphic and dysortographic problems, with the didactic activities based on the Montessori method significant changes were achieved; validating in this way the intervention proposal that serves to improve and achieve significantly overcome difficulties in writing

• Autor Principal: Collaguazo Diaz, Josseth del Cisne (author)
• Formato: bachelorThesis
• Idioma: spa
• Publicado: 2019
• Subjects: ESCRITURA; FUNCIONES MENTALES
• Acceso en liña: http://dspace.unl.edu.ec/jspui/handle/123456789/22768